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Chen X, Yue L, Li B, Li J, Wu X, Peng B, Cao Z. Status and related factors of professional growth among young nursing talents: a cross-sectional study in China. BMC Nurs 2024; 23:116. [PMID: 38360608 PMCID: PMC10870662 DOI: 10.1186/s12912-024-01790-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Accepted: 02/04/2024] [Indexed: 02/17/2024] Open
Abstract
BACKGROUND The shortage of nurses has been a global human resources problem. A good professional growth environment is essential to developing potential nursing students and attracting nurses to join, and it has great significance in reducing nurse turnover. However, nurses' comprehensive perceptions of professional growth have not yet been examined. METHODS A cluster sampling method was used to conduct a professional growth questionnaire survey on young nursing talents from a large Chinese public tertiary A hospital in March 2022. RESULTS The score of professional growth among 243 young nursing talents was 57.92 ± 9.607, with a scoring rate of 77.23%. The scores for dimensions of professional growth, from lowest to highest, were rehabilitation growth, promotion speed, professional goal progress, and professional ability development. Attitudes towards participating in training, service as the quality manager or clinical teacher, self-efficacy, professional title, work-family support, education, and organizational commitment of young nursing talents were significantly associated with professional growth. CONCLUSION The professional growth of young nursing talents was at a moderate level and needed to be strengthened. Nursing leaders and managers are expected to develop management practices to enhance young nursing talents' professional growth in combination with the related factors.
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Affiliation(s)
- Xiuwen Chen
- Teaching and Research Section of Clinical Nursing, National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Xiangya Hospital of Central South University, Central South University, Changsha, China
- National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, China
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Liqing Yue
- Teaching and Research Section of Clinical Nursing, National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Xiangya Hospital of Central South University, Central South University, Changsha, China.
- National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, China.
| | - Bingyu Li
- Teaching and Research Section of Clinical Nursing, National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Xiangya Hospital of Central South University, Central South University, Changsha, China
| | - Jun Li
- Teaching and Research Section of Clinical Nursing, National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Xiangya Hospital of Central South University, Central South University, Changsha, China
| | - Xiuying Wu
- Teaching and Research Section of Clinical Nursing, National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Xiangya Hospital of Central South University, Central South University, Changsha, China
| | - Bin Peng
- Teaching and Research Section of Clinical Nursing, National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Xiangya Hospital of Central South University, Central South University, Changsha, China
| | - Ziwei Cao
- Teaching and Research Section of Clinical Nursing, National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Xiangya Hospital of Central South University, Central South University, Changsha, China
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Kankaya H, Keskin H, Akyol A. Effects of clinical practicum on nursing students' self-efficacy: Example of internal medicine wards. Perspect Psychiatr Care 2022; 58:1826-1831. [PMID: 34888876 DOI: 10.1111/ppc.12995] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/16/2021] [Revised: 11/15/2021] [Accepted: 11/30/2021] [Indexed: 11/29/2022] Open
Abstract
PURPOSE To evaluate the effects of clinical practicum on nursing students' self-efficacy (perceptions of confidence and importance) in internal medicine wards and the factors affecting it. DESIGN AND METHODS The single group pre-post descriptive study was conducted with 134 final-year nursing students practicing in internal medicine wards. FINDINGS At the beginning of the practicum, the mean score of confidence and importance subscales were 3.72 ± 0.77 and 4.25 ± 0.57, respectively. At the end of the practicum, the mean score of confidence and importance subscales were 3.91 ± 0.70 and 4.81 ± 0.76, respectively. We found that there was a significant improvement in both subscales at the end of the practicum (p < 0.05). PRACTICE IMPLICATIONS Clinical practicum positively affects students' self-efficacy in internal medicine wards.
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Affiliation(s)
- Hülya Kankaya
- Department of Internal Medicine Nursing, Ege University Faculty of Nursing, Bornova/Izmir, Turkey
| | - Hülya Keskin
- Department of Nursing, Faculty of Health Sciences, Mardin Artuklu University, Mardin, Turkey
| | - Asiye Akyol
- Department of Internal Medicine Nursing, Ege University Faculty of Nursing, Bornova/Izmir, Turkey
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Marcellus L, Jantzen D, Humble R, Sawchuck D, Gordon C. Characteristics and processes of the dedicated education unit practice education model for undergraduate nursing students: a scoping review. JBI Evid Synth 2021; 19:2993-3039. [PMID: 34725312 DOI: 10.11124/jbies-20-00462] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVE The objective was to review literature related to the dedicated education unit practice education model for undergraduate nursing students, and identify common characteristics and processes for implementing and sustaining this model. INTRODUCTION Although practice education is central to undergraduate nursing education, evidence-informed practices for learning in the clinical setting remain elusive. Changes to health care over the past decades related to the role and scope of practice for nurses, gradual shifts to community- and population-based care delivery, and expectations for interprofessional practice require forward-looking education models. The dedicated education unit model was developed in 1997 as a potential solution to globally recognized challenges in nursing education amidst discourses of nursing resource scarcity. Despite more than two decades of innovation and expansion, there is still limited understanding of the effectiveness of the dedicated education unit as a solution to those challenges, or for the anticipated benefits for students and patients, through enhanced evidence-informed health care. This analysis of the characteristics and processes of the model is timely for evaluating and sustaining implementation of the dedicated education unit across nursing practice and education settings. INCLUSION CRITERIA English-only publications related to the dedicated education unit practice education model for undergraduate nursing students in baccalaureate and associate degree programs using qualitative, quantitative, or mixed methods research, and quality improvement, program evaluation, and opinion publications were included. METHODS Using selected keywords including "dedicated education unit," we searched CINAHL, Google Scholar, MEDLINE, Academic Premier Search, ERIC, Cochrane Database of Systematic Reviews, JBI EBP Database, and ProQuest Dissertations and Theses. Two independent reviewers screened titles and abstracts against inclusion criteria. We reviewed reference lists for gray literature and additional references. Data were extracted from the included articles and categorized for characteristics and processes. Eighty-two publications from January 1997 to May 2020 were included. The findings were presented descriptively with tables and figures to support the data. RESULTS Dedicated education unit models were based on five characteristics and four processes. Characteristics of the dedicated education unit model included effective academic-practice partnership, adaptability to diverse contexts, unit culture of educational excellence, responsive and supportive unit leadership, and clarity of roles and responsibilities. Processes included building nurse and faculty capacity, facilitating student learning, communicating regularly at systems and unit levels, and evaluating and sustaining the model. CONCLUSIONS Evidence demonstrated that the dedicated education unit practice education model is well-established. However, there were existing gaps in this evidence, specifically evaluation and economic analyses. There was also limited attention to long-term sustainability of the model. The common characteristics and processes identified in this review may be used to support planning, implementation, and evaluation, including development and validation of evaluation tools. Although administrative infrastructure was noted as central to the dedicated education unit strategy, it was rarely acknowledged as part of management and thus also requires further study.
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Affiliation(s)
- Lenora Marcellus
- School of Nursing, University of Victoria, Victoria, BC Canada.,The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada
| | - Darlaine Jantzen
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada.,School of Nursing, Trinity Western University, Langley, BC, Canada
| | - Robin Humble
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada.,Department of Nursing, Camosun College, Victoria, BC, Canada
| | - Diane Sawchuck
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada.,Research and Capacity Building, Island Health, Victoria, BC, Canada
| | - Carol Gordon
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada.,Libraries, University of Victoria, Victoria, BC, Canada
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Lagunas MCW, Moore K, Seeley A, Olsen J, Pehler SR. Examining the impact of virtual clinical on prelicensure nursing students’ pediatric knowledge. TEACHING AND LEARNING IN NURSING 2021. [DOI: 10.1016/j.teln.2021.06.019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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The Impact of Dedicated Education Model on Nursing Students' Outcomes: An Integrative Review. Nurse Educ 2021; 46:E113-E116. [PMID: 33958562 DOI: 10.1097/nne.0000000000001022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND Dedicated education units (DEUs) provide an approach to clinical redesign in nursing education. However, the evidence supporting the application of the DEU model has not been systematically reviewed to assess the impact of this model on students' learning outcomes. PURPOSE This integrative review analyzed the evidence on the relationship between the DEU model and nursing students' learning outcomes. METHODS Electronic databases were searched for articles published between 1998 and 2019. Search terms used were dedicated education unit, academic collaboration, academic-practice partnership, and outcomes. A total of 24 articles informed this review. RESULTS Four categories emerged: clinical self-efficacy and confidence, teamwork and collaboration, knowledge and competency, and students' satisfaction. CONCLUSION The main findings support a positive relationship between the DEU model and students' learning outcomes. Research is still needed to investigate the impact of DEU models on students' problem-solving and clinical judgment.
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Maoz E, Danino E, Zerahia M. A mixed-methods assessment of the transition to a dedicated educational unit: nursing students' perceptions and achievements. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2020-0106. [PMID: 34425046 DOI: 10.1515/ijnes-2020-0106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Accepted: 06/10/2021] [Indexed: 11/15/2022]
Abstract
BACKGROUND In 2019, our nursing school shifted clinical instruction from the traditional model to the Dedicated Educational Unit (DEU). OBJECTIVES To evaluate the DEU learning atmosphere, instruction quality, clinical instructor's performance and students' grades. METHODS A sample of 45 nursing students completed the CLES-T; 10 of them participated in a focus group. Students' grades in the DEU and traditional models were compared. RESULTS Students (77.6%) ranked the DEU outcomes as "good"-"excellent;" "nursing care on the unit" and the "clinical faculty's ability to integrate theory and practice" were the highest and lowest ranked categories, respectively. The focus group revealed dichotomous opinions regarding the unit atmosphere and the professional performance of the nurse manager and staff. Students in the DEU framework attained higher grades than did their counterparts. CONCLUSIONS Clinical instructors need specific training; the clinical staff and nurse managers should be informed about the unit atmosphere's impact on students' future professional decisions.
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Affiliation(s)
- Elena Maoz
- Yitzhak Shamir Medical Center, Academic Nursing School, Hebrew University in Jerusalem, Israel
| | - Efrat Danino
- Yitzhak Shamir Medical Center, Academic Nursing School, Hebrew University in Jerusalem, Israel
| | - Moran Zerahia
- Yitzhak Shamir Medical Center, Academic Nursing School, Hebrew University in Jerusalem, Israel
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Effect of Psychophysiological Stress and Socio-Emotional Competencies on the Clinical Performance of Nursing Students during a Simulation Practice. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18105448. [PMID: 34069709 PMCID: PMC8160605 DOI: 10.3390/ijerph18105448] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Revised: 05/18/2021] [Accepted: 05/18/2021] [Indexed: 02/06/2023]
Abstract
Psychophysiological stress can affect the cognitive response and effective learning of students during medical simulation practices. This study aimed to explore the effect of psychophysiological stress and socio-emotional competencies on clinical performance during a simulation experience. A pre-test/post-test design was used to assess physiological (blood pressure, heart rate and blood oxygen saturation) and psychological parameters (stress and anxiety) as well as socio-emotional skills (cognitive load, self-efficacy and motivation) in nursing students (n = 40) before and after the simulation of a cardiopulmonary resuscitation practice. Physiological responses showed statistically significant differences between pre-test and post-test conditions for blood pressure and heart rate (p < 0.0001). Moderate and significant correlations were also observed when comparing self-efficacy with stress (r = −0.445, p = 0.004), anxiety (r = −0.467, p = 0.002) and motivation (r = −0.406, p = 0.009) measures. Similarly, cognitive-load dimensions were significantly associated with either physiological (r = −0.335, p = 0.034) or psychological (r = −0.448, p = 0.004) indicators. The analysis of multiple regression models revealed a relationship between the effectiveness of the simulated experience, post-test blood oxygen saturation, heart rate, workload and self-efficacy (R2 = 0.490; F (3, 39) = 8.305; p < 0.0001; d = 1.663). Therefore, the evaluation of psychophysiological parameters and socio-emotional skills seems to provide a promising framework for predicting the quality of simulated clinical practices.
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Hall-Lord ML, Bååth C, Ballangrud R, Nordin A. The Swedish version of the TeamSTEPPS® teamwork attitudes questionnaire (T-TAQ): A validation study. BMC Health Serv Res 2021; 21:105. [PMID: 33516232 PMCID: PMC7847595 DOI: 10.1186/s12913-021-06111-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Accepted: 01/24/2021] [Indexed: 02/08/2023] Open
Abstract
Background Effective teamwork is essential for delivering safe health care. It is important to increase patient safety in healthcare by conducting interprofessional team training with both healthcare professionals and undergraduate students. Validated questionnaires that evaluate team training activities contribute to valuable knowledge regarding changes in attitudes toward teamwork. The aim of the study was to test the reliability and structural validity of the Swedish version of the TeamSTEPPS® Teamwork Attitudes Questionnaire (T-TAQ). Methods The study had a cross-sectional design. Four hospitals in three health care regions in Sweden participated in the study. In total, 458 healthcare professionals, response rate 39.4%, completed the questionnaire. The T-TAQ, which consists of 30 items and covers five dimensions (Team Structure, Leadership, Situation Monitoring, Mutual Support and Communication), was translated to Swedish. A paper version of the T-TAQ was distributed to healthcare professionals (physicians, registered nurses, midwives, nursing assistants and allied health professionals) from the hospitals. Reliability and validity were tested using Cronbach’s alpha and confirmatory factor analysis. Results Cronbach’s alpha was 0.70 for the total T-TAQ and ranged from 0.41 to 0.87 for the individual dimensions. The goodness-of-fit indexes in the confirmatory factor analysis (Model 2) revealed a normed chi-square of 2.96, a root mean square error of approximation of 0.068, a Tucker-Lewis index of 0.785 and a comparative fit index of 0.808. Conclusions The Swedish version of the T-TAQ has some potential to measure healthcare professionals’ general attitudes toward the core components of teamwork in hospital settings. Further validation studies of the Swedish version of the T-TAQ are required, with samples representing both healthcare professionals and students from various healthcare disciplines and educational levels.
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Affiliation(s)
- Marie Louise Hall-Lord
- Department of Health Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Gjøvik, Norway. .,Department of Health Sciences, Faculty of Health, Science and Technology, Karlstad University, Karlstad, Sweden.
| | - Carina Bååth
- Department of Health Sciences, Faculty of Health, Science and Technology, Karlstad University, Karlstad, Sweden.,Faculty of Health and Welfare, Østfold University College, Fredrikstad, Norway
| | - Randi Ballangrud
- Department of Health Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Gjøvik, Norway
| | - Anna Nordin
- Department of Health Sciences, Faculty of Health, Science and Technology, Karlstad University, Karlstad, Sweden
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Pedregosa S, Fabrellas N, Risco E, Pereira M, Dmoch-Gajzlerska E, Şenuzun F, Martin S, Zabalegui A. Effective academic-practice partnership models in nursing students' clinical placement: A systematic literature review. NURSE EDUCATION TODAY 2020; 95:104582. [PMID: 33049559 DOI: 10.1016/j.nedt.2020.104582] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2019] [Revised: 07/30/2020] [Accepted: 08/17/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES This systematic review examines the effectiveness of academic-practice partnership models which include clinical faculty and clinical mentor roles in improving nursing students' clinical learning when compared with traditional models. REVIEW METHODS PubMed, CINAHL, PsycINFO and Cochrane Library were searched to locate Randomized Control Trials and quasi-experimental studies published from 1999 to 2020. The Joanna Briggs Institute critical appraisal tools were used to ensure methodological quality. RESULTS Fourteen studies were included in the review. The Collaborative Teaching Model and the Dedicated Education Unit model were tested in randomized controlled trials. Dedicated Education Unit, Dedicated Education Centre, Clinical Education Units, Education Partnership model, Collaborative educational-practice model and Collaborative clinical practicum model were evaluated in four experimental studies and ten quasi-experimental studies. Studies did not include patient participation, and staff and faculty had anecdotal presence. CONCLUSION There is limited evidence on the effectiveness of academic-practice partnership models. However, the complementary roles of clinical faculty and clinical mentor, in addition to education and health institutions managers commitment could successfully facilitate students' clinical learning.
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Affiliation(s)
| | - Núria Fabrellas
- Faculty of Medicine and Health Sciences, School of Nursing, University of Barcelona, Spain
| | - Ester Risco
- REFiT Barcelona Research Group, Parc Sanitari Pere Virgili, Vall d'Hebron Institute of Research (VHIR), Barcelona, Spain
| | | | | | - Fisun Şenuzun
- Ege University Faculty of Nursing Internal Medicine Nursing, Turkey
| | - Sandra Martin
- Center of Expertise Health Innovation at UC Leuven-Limburg, Belgium
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Effect of Facial Skin Temperature on the Perception of Anxiety: A Pilot Study. Healthcare (Basel) 2020; 8:healthcare8030206. [PMID: 32660004 PMCID: PMC7551020 DOI: 10.3390/healthcare8030206] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Revised: 06/23/2020] [Accepted: 07/07/2020] [Indexed: 12/12/2022] Open
Abstract
The extent of anxiety and psychological stress can impact upon the optimal performance of simulation-based practices. The current study investigates the association between differences in skin temperature and perceived anxiety by under- (n = 21) and post-graduate (n = 19) nursing students undertaking a cardiopulmonary resuscitation (CPR) training. Thermal facial gradients from selected facial regions were correlated with the scores assessed by the State-Trait Anxiety Inventory (STAI) and the chest compression quality parameters measured using mannequin-integrated accelerometer sensors. A specific temperature profile was obtained depending on thermal facial variations before and after the simulation event. Statistically significant correlations were found between STAI scale scores and the temperature facial recordings in the forehead (r = 0.579; p < 0.000), periorbital (r = 0.394; p < 0.006), maxillary (r = 0.328; p < 0.019) and neck areas (r = 0.284; p < 0.038). Significant associations were also observed by correlating CPR performance parameters with the facial temperature values in the forehead (r = 0.447; p < 0.002), periorbital (r = 0.446; p < 0.002) and maxillary areas (r = 0.422; p < 0.003). These preliminary findings suggest that higher anxiety levels result in poorer clinical performance and can be correlated to temperature variations in certain facial regions.
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Nguyen VNB, Lawrence K, McGillion A. The effectiveness of partnership models in clinical nursing education - A scoping review. NURSE EDUCATION TODAY 2020; 90:104438. [PMID: 32417527 DOI: 10.1016/j.nedt.2020.104438] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2019] [Revised: 03/14/2020] [Accepted: 04/07/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES To examine the effectiveness of partnership models in clinical nursing education with regards to cost effectiveness; student employability, work-readiness, confidence, and competence; and stakeholders' satisfaction. DESIGN Scoping review. DATA SOURCES Research studies published in English were searched electronically through EbscoHost (CINAHL and ERIC), Scopus, Medline (via Ovid), ProQuest Central, and Web of Science databases. Criteria were developed to guide the selection of original studies published in English before 2019 for review. REVIEW METHODS Arksey and Malley's framework (2005) and relevant enhancements guided the conduct of the review. An informal appraisal of selected studies was applied. RESULTS Two theses and 31 articles with a variation in methodologies, methods, sample sizes, research populations and quality of evidence were included for review. Four themes were identified: (i) Description of partnership models in clinical education, (ii) length of model implementation prior to evaluation, (iii) positive qualitative findings, and (iv) quantitative findings limited by data collection periods and methods. CONCLUSIONS Shared among the reviewed studies is stakeholder view of the positive impacts of partnership models on the clinical learning environment, and the increased level of support and individualised instruction for students. However, the use of not fully validated survey instruments and the lack of description about the implementation period before evaluation in many reviewed studies limit the interpretation of quantifiable effect of the partnership models. This review identifies a lack of attention on student employability, work-readiness, cost evaluation, patient perspective, and partnership models in low-income countries. Future research to address these knowledge gaps using high quality data collection methods and rigorous research design is warranted.
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Affiliation(s)
- Van N B Nguyen
- Monash Centre for Scholarship in Health Education, Monash University, 27 Rainforest walk, Office 321, Clayton, VIC 3800, Australia.
| | - Karen Lawrence
- School of Nursing and Midwifery, La Trobe University, Plenty road & Kingsbury drive, Bundoora, VIC 3086, Australia.
| | - Anthony McGillion
- School of Nursing and Midwifery, La Trobe University, Plenty road & Kingsbury drive, Bundoora, VIC 3086, Australia.
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Exploring the Impact of a Dedicated Education Unit on New Graduate Nurses' Transition to Practice. J Nurses Prof Dev 2020; 36:121-128. [PMID: 32149894 DOI: 10.1097/nnd.0000000000000622] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
Adequately preparing new graduate nurses for contemporary practice remains a challenge. This innovative mixed-method study explored the impact of a dedicated education unit on new graduate nurses' transition to practice. Results indicated that new graduate nurses with dedicated education unit experience were better prepared for contemporary practice compared to their peers with traditional clinical experiences. This study highlights the positive impact collaborative clinical teaching models can have on preparing new graduate nurses for practice.
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